RSD Inclusive Practices

Vision

Renton School District will be a leader in providing inclusive education for students with disabilities, high student outcomes will serve as evidence of success.

Inclusive Education Guiding Principles for Inclusion for Students with Disabilities

·        All students are educated in the general education classroom to the greatest extent appropriate.

·        All students are educated in the neighborhood school to the greatest extent possible.

·        Expectations are high for all students.

·        General education curriculum is the standard.

·        Instruction is standards-based.

·        Decisions are made based on each individual student needs and not labels and places.

·        Instructional and behavioral supports are considered prior to decisions about personal support.

 

Inclusion Defined

Inclusive education is achieved when each student’s needs are considered individually and not based on disability, race, gender, sexual orientation, wealth or available services.  The neighborhood school, general education classroom, and general education curriculum are always considered first in determining services.  In all cases, the student is considered a full member of the school community.   (Adopted from Stetson & Associates, Inc.)

 

Inclusion….

is	is not
·       A belief that all students are general education students first	·       Earned or reserved for students or some classrooms
·       A process of shared team decision-making, including educators and parents	·       100% of the students 100% of the day in the general education setting
·       Students’ services and schedules are based on the specific needs of each student	·       Every student receives co-teaching ·       Eliminating “resource” or RLC
·       Differentiated instruction, flexible grouping, instructional scaffolding, instructional accommodations and/or modifications	·       Watering down the curriculum
·       Focused on individual needs of students	·       Program or placement focused
·       Grounded in law, research, and civil rights	·       A fad that will soon disappear
·       Is a belief that general education teachers make a difference for all students, providing rich access to core content instruction and learning.	·       The special education teacher is the primary teacher, teaching the core curriculum.

 

 

Why is it Important for RSD to Achieve Inclusive Schools?
 

Inclusive education:

·       Is a promise to children and families through the landmark legislation known as the Individuals with Disabilities        Education Act (IDEA)

·       Is a Civil Right that is supported through decades of case law

·      Is a research-based practice that recognizes the gifts and talents of students with disabilities and other students with special needs

·       Results in better school performance, higher graduation rates, and improved post-school success and independence.

·       Benefits all students. 

·       Is the right thing to do!

                                                                      Adopted from Stetson & Associates, Inc.

Inclusive Schools Benefit All Students

·        Differentiated instruction increases student engagement. ...

·        Academic supports help each student access the full curriculum. ...

·        Social emotional supports help maintain a positive learning environment for everyone.

·        Respect for diversity creates a welcoming environment for all.

·        Inclusive practices make effective use of a school's resources.

 

When Inclusive Education is absent in a school, there is a loss to all students:

·        Lack of opportunity to connect with a diverse group of peers.

·        Lack of resources that otherwise can be leveraged to create more effective and efficient learning opportunities for all students.

·        Lack of interaction with siblings and neighborhood peers.

 

 

Guiding Principles regarding Inclusive Education Practices in Renton School District

The following principles guide our decisions and service delivery model to support students with disabilities.

 

·        RSD is committed to the practice of inclusive education for all students as defined by the following:  All students are full and accepted members of their school community in which their educational setting is the same as their nondisabled peers, whenever appropriate.

 

·        Inclusive education is not specifically about students with disabilities but relates to all students, with an emphasis on special population students, including at-risk, English Language Learners, highly capable and culturally diverse students.

 

·        RSD believes that for a clear majority of students with disabilities, there is a need (and an effective way) to increase their time and success in the general education classroom.

 

·        Every student has the right and opportunity for the general education classroom to be considered first, in a sequence of decisions, in the student’s neighborhood school.

 

·        Students requiring special education services are, first and foremost, general education students who need additional services and support in order to succeed in school.  Their success, therefore, is the joint responsibility of all RSD educators.

 

·        Across RSD schools, it will be necessary to increase our expectations for students with disabilities, to assign shared responsibility for all, and to end physical and social segregation of special groups of students through our traditionally based practices.

 

·        Inclusive education is not a separate initiative in education; it is a basic characteristic of school restructuring to improve student performance.

 

·        When appropriately implemented, inclusive practices benefit the general education student population through increased in-class support, a focus on differentiated instruction, and improved resource sharing and collaboration.

 

·        Success in meeting State and federal accountability standards is compromised when special populations of students are excluded from, or have limited access to, the general education curriculum and classroom. 

 

·        Inclusive practices recognize that decisions about student services are based on specific needs of individual students.  When an objective, student-centered process is used, it is apparent that 1) many more students can find success in the general education classroom with appropriate supports and 2) there will be a continuing need for services provided outside of the general education classroom for some of our students.

 

·        Some schools and districts across the nation decide to eliminate services in traditional resource or self-contained settings entirely, regardless of individual student need.  This is inappropriate and illegal practice, not considered by RSD.

 

·        Inclusive practices are not discretionary.  They are required at both the federal and State levels and monitoring of compliance with these requirements is ongoing. 

 

·        RSD uses person-first language.  Language used is student-first language, not reliant on labels, e.g. student with autism vs. autistic student, student with a disability vs. special ed student or ILC student.

                                                                      Adapted from Stetson & Associates, Inc.

 

To Learn More About Inclusive Education:

1.      Inclusion Basics Course (15 minute video) https://inclusiveschools.org/Course%20HTML%20Files/InclusionBasics/story.html

2.      What is inclusion and why article: https://education.cu-portland.edu/blog/classroom-resources/inclusive-education/

3.      Office of Superintendent of Public Instruction: INCLUSIONARY PRACTICES TECHNICAL ASSISTANCE NETWORK (IPTN)

4.      10 reasons why by TIES https://ici.umn.edu/products/briefs/inclusive-school-communities-10-reasons/Reason-1/#Reason-1

5.      Inclusion FAQ https://inclusiveschools.org/inclusion-basics-frequently-asked-questions/

6.      Myths & Facts about Inclusionary Practices in Washington State

7.      TIES Center

8.      Stetson & Associates, Inc.